Arab EFL Students’ and Instructors’ Perceptions of Errors in Mechanics in Second Language Paragraph Writing

Abstract

English as a Foreign Language (EFL) learners face various challenges when writing, including mechanics such as spelling, punctuation, and capitalization. If the mechanics are incorrect, understanding a text can be difficult, and the meaning can be distorted. Moreover, understanding how EFL students and instructors perceive these errors is vital for enhancing language instruction and providing targeted feedback. This study explored the perceptions of EFL students and instructors regarding mechanical errors in paragraph writing employing a mixed-methods approach, combining qualitative and quantitative surveys. According to the findings, instructors and students had different opinions about mechanical errors. Male and female EFL learners also differed in their perceptions. Their perspectives on spelling and punctuation diverged. Students thought their spelling issues were the most severe, but their instructors believed that punctuation was the biggest problem, including commas and full stops. Furthermore, EFL instructors provided potential reasons and suggested strategies to address these issues. The results offer practical implications for curriculum development, instructional design, and instructor training in EFL contexts.